Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow in your notebook.
The Origins of the Greeks
The Minoans:
Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
The Mycenaeans:
Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
1. What did the Minoan and the Mycenaean civilizations have in common? 2. In what ways were the Minoan and the Mycenaean civilizations different? 3. Why do you think so many aspects of Minoan civilization are found at Mycenae? 4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced? 5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history? 6. Using your textbook pages 256-257, explain how the decline of the Minoans and the Mycenaeans was similar.
Assignment 6-2
OdysseyTransIHomer.jpg
Homer
The Odyssey is a 12,000-line Greek epic poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one divine and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to Ithaca after the end of the Trojan War in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an aristocratic soldier of superior strength, intelligence, and courage, favored by the Gods.
The poem is traditionally ascribed to Homer (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description:
"If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios."
Other scholars believe that "Homer" was the name given to a collective group of bards who sang Mycenaean folktales to entertain the nobles of Ionia, located on the west coast of Asia Minor.
It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.
Directions:
Write your answers for this assignment in your NOTEBOOK.
Part 1
Using source number 1, write your own clear and complete sentences using of the following words. Remember that your sentences should show that you know the meanings of the words.
fasting Fasting is hard to do for a year.
meditation I don't practice meditation.
Part 2
Using source number 2, write about the following:
The Four Noble Truths
Clearly summarize in 2-3 sentences (please don't just list the four truths)
Give one real-world example for each truth
The Eightfold Path
Clearly summarize in 2-3 sentences (please don't just list the eight parts)
Explain how you are following at least two of the eight parts of the path in your life today
Explain how you are NOT following two of the eight parts of the path in your life today
Part 3
Using source number 2, create a clear and neat Venn diagram showing the differences and similarities between Hinduism and Buddhism.
After completing your Understanding How Ashoka's Edicts Helped Unify India sheet answer the following comprehension questions:
1. What are the main ideas expressed in Ashoka's edicts? The main ideas are usually about justice or rules that go for everyone. 2. What are some of the ways in which Ashoka's leadership promoted unity in India? His edicts were good. 3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India? Men are given three days to respite and may be reborn to a better life. 4. In addition to the edicts, what else might have contributed to the unification of India during this time period? His wisdom and fairness he spoke.
5. Explain how one of the edicts you examined could be catagorized another way. The edict mentioning about reincarnation could also notify the reader about rebirth of bad life and a list of all the things needed to do to get a better life. Reincarnation is a part of Buddhism and it goes for everyone. Better lives go for everyone too so it could be Justice too (by the way I'm not copying the i.e. I thought this as well.
(i.e. instead of Buddhist Values it could also concern Justice)
Use the website above and what you have learned in class so far to answer these questions about the early Indus River Governments.
1. Why would having a central government help in planning and organizing a city?
Because there would be some power to control the people and order them rather than there being no power at all and everything gets ruined. There has to be discipline and order from the central government also to make the workers more serious.
2. Who were Rajahs?
Rajahs were very important rulers of a city.
3. What is a Guru?
A guru was a type of teacher.
4. What subjects were taught in school?
It just said that a boy would be taught from five to eight years old but live with the guru until twenty and do the guru's chores.
5. Who was in charge of the government?
The priest were somewhat in charge of the government.
6. Why did people look up to the priests?
People looked up to the priests because they were the ones who made offerings to the gods.
Assignment 4-4
Answer the following questions clearly and with details on your wiki page. 1. What varna were you in during the caste system simulation?
The varna I was part of during the simulation was the merchants (or the Vaisyas).
2. What was your favorite part about the caste system simulation? Why?
My favorite part of the simulation was that I was a merchant, which meant I had a lot of money. Although it didn't really matter if you had money in the simulation, it stil made me feel good for some reason.
3. What part of the simulation made you angry, upset, or frustrated? Why?
One part that kind of made me upset was that I had to get embarrassed in front of all the students by doing push-ups and having to go across the room a lot to be called in by the Brahmans or the Lawmakers & Warriors. I was always chosen for some unfair task that I didn't agree with and everyone was always picking me.
4. Do you think this system is fair? Why or why not?
I think it wasn't fair because they always singled me out and everyone's work should be fair. Instead, they decided to pick on me =(.
5. Do you think a society should organize people into social classes? Why or Why not? Yes because it isn't fair for the government to choose everything and it is fair only when the society agrees.
Assignment 4-2 Website: Indus Valley
Use the website above to answer these questions. Write your answers in complete sentences with clear details on your wiki page.
1. What was discovered during the excavations of Mohenjo-Daro? There was a big mound discovered that contained very important, large buildings. Some archaeologists call this the Citadel. East of the Citadel, there was a place called Lower Town. The streets and buildings look like they were part of a plan and only some of Lower Town was excavated. The longest street in Lower Town is called First Street.
2. How is Mohenjo-Daro similar to our cities today? It had a public bath, changing rooms with them, and rows of homes (in some neighborhoods).
3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro? The bricks made for houses were used to keep the house cool. Many of them were fired from kilns to make them stronger and were used for foundations, lower walls, large buildings, drains, and wells. Most houses in Lower Town had drains to drain away dirty stuff. Many houses also had wells for fresh drinking water. Whenever new houses were built on top of old houses, the well's walls were also built higher. Narrow drains were found near the alleyways and streets of Mohenjo-Daro. They each had a slight tilt so the water could actually flow away. Solid waste were collected in bricks pits. Now there was jewelry artifacts such as a necklace. Only a highly-skilled craftsman could make it because it looked so well made, was made of gold and green stone beads, and probably worn by a rich woman. Seals were an impression on wet clay and on them were crocodiles, bulls, and tigers. Weights back then were weighed with gold. The biggest weights may have been to weigh heavier goods like sacks of grains. Figurines back then were made of terracotta.
4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum. People back then who lived in Mohenjo-Daro lived rougher than we did (of course) because instead of nice clean shampoo and soap to use to bathe, they were pretty dirty (no offense). They also didn't get as luxurious houses as we do. But they knew a lot and pretty well enough to keep themselves alive. Back then, woman and men alike wore jewelry. So far, we only know that they wore necklaces. The weights were used for comparing the weight of goods (such as gold) and the weights itself. It was probably used to see the good quantity or good quality of the object being weighed with the weights. They were actually used to weigh the goods they traded with. And the seals. Seals were common back then in Mohenjo-Daro. On them were animals such as crocodiles, bulls, and tigers. One bad thing about seals is that people forgot how to read Indus writing. If people still knew, we could probably have learned more about the Indus civilization. Boats and carts were used for transportation or to transport goods over to someplace. Now we know how they transported goods so they are important. Figurines were also important. They gave us an idea of what people looked like back then.
5. What do we know about the Priest-King? Well archaeologists called him Preist-King because he looked like a very important person. He wears a gold headband with an ornament and eyes were cut deeply in to the stone. An astounding thing is that many people think that it was broken on purpose while others think that it was broken when lost. The Preist-King sculpture was found in Lower Town at Mohenjo-Daro in 1927. It was found in an unusual house with ornamental brick work and a wall niche. It was found between brick foundations walls which once held up a floor.
6. What was the Great Bath and how was it used? The Great Bath was a public bath in Mohenjo-Daro. Religious bathes might have taken place in there. But probably it was mostly used for basic bathing.
=Assignment 4-1 Source: IndiaSubcontinentMapTrans.jpg Directions: Look at the map above, read the text below, and answer the following questions on your wiki page: In the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient Sarasvati River. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today. Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations. After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E. Questions: 1. In what ways is your map similar to the one that you see in the map above? We have most of the stuff labeled there like the places and bodies of water. 2. What physiographic features can you identify on this map that are not on your map? The keys like the mountains, and purple dots. 3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details. I think settlements developed along the rivers because they were provided fertile land and water. I think it's mostly because of the fertile land. The rivers also provided a convenient way to travel and trade. 4. Accurately draw and label the ancient Sarasvati River on your map. 5. Why did ancient Indian people eventually migrate to the Ganga River? Because the Sarasvati River eventually dried up and so the people wanted to move to places more habitable.
Assignment 4-3 Source:
external image pdf.png
Archeologists Ideas Mohenjo-Daro.pdf Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions clearly and completely on your wiki page. Each answer should be at least two sentences long with specific information. 1. What have you learned about daily life in Mohenjo-Daro from this activity? I learned about the Great Bath, a public bath in which people at that time bathed in. I also had an idea of what men wore and what they looked liked back then such as one shoulder bare, bearded, wore necklaces, and others. I also learned a lot about the sewer systems with clay pipes, homes built flat-roofed and two-stories tall each, seals with animals on them, and some games back then that involved dice, carved pawns, balls carved of stone, and clay tracks. 2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain. For Great Bath, maybe religious bathes could be held there that is why they might have called it Great. The seals with animals on them could be a highly developed culture because they drew the animals well and put ancient writing on them. The games could also may be part of a highly developed culture. The men would bare shoulders and beards could possibly different social levels, in which they are rich because of the nice necklace and in the picture, it shows that the robe is made of good material. 3. In what ways do you think Mohenjo-Daro was like a modern city? Well, they had a public bath like Koreans do. The people of Mohenjo-Daro probably decided that instead of making baths for every house, they should just build one Great Bath. They have clothing like Koreans because I have seen Koreans with a shoulder bare and they wear necklaces. That was probably the fashion back then. Games especially make me think that Mohenjo-Daro was a modern city. Almost everyone nowadays has played a board game before. It was probably leisure for the children. It is to children nowadays. 4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region? Because we could probably never predict what things are actually for. We might think it is one thing but it is actually another thing. Take Stonehenge for example. We don't know what a series of stacks of rocks are for. Predictions are that they could be used for a giant sun calender but we don't know for sure. Stonehenge probably isn't a sun calender after all! It probably was built for some other reason. Same for the other ancient constructions, artifacts, and civilizations. Probably we fail to know what something is because it looks totally new to us. 5. What do you think might have contributed to the decline of Mohenjo-Daro? I think what could have been contributed to the decline of Mohenjo-Daro is that a proest maybe took place because the Great Bath was being built. Probably people didn't want to share the same bath with other people but maybe they figures that it would save water, time, work, and resources. People also might have fought about the fashion for clothes or building designs because everyone has there own fashion sense of what should be cool and what should not. Same goes for architecture.=
Assignment 3-8
Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences clearly and with specific details. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.
1. The single most important thing I learned was...
The single most important thing I learned was about the pharaohs. I learned that they were depicted as gods and were very important to the ancient egyptians. I also learned that they were blamed if crops didn't grow well or people got sick.
2. Something that confused me or that I didn't understand was...
Some of the pharaohs because I didn't really get what was so good about them or I wondered why they wore such funky clothes.
3. What surprised me the most was...
The missing nose of the Sphinx. I was astounded at the fact that I got tricked by multiple fake stories. There were so many stories until I came across the truth.
4. I would like to know more about...
The gods like Aten because they look so mysterious and i really didn't understand what some of it said.
5. The part that I think I will always remember was...
Is the facts I learned about the sphinx such as the missing nose. Assignment 3-7 Ancient Egypt Topic Peer Assessment
Go to our YouTube Channel and login using the username and password given in class.
You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least twosentences long.
Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted.
You must comment on four classmates' videos:
classmate above your name
classmate below your name
two other classmates of your choice
(Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)
1. How did your classmate make the video interesting and creative?
I think Sheamin and Michelle's video was creative. I liked the transition effects and the info.
2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?
I think Sheamin and Michelle could've improved a little bit because I think they spoke a bit fast but volume was fine. I also understood most of what they said.
3. Clearly explain two things you learned from your classmate's video.
I learned that Cleopatra killed herself using an asp, a snake which I assume is poisonous and she used it to bit her. I also learned that she and her brother had a bit of a competition for the throne. In the end, Cleopatra reigned.
4. How could your classmate improve his/her video?
It is really good (on my opinion) so I think all Sheamin and Michelle need to improve on is speaking a bit slower. But overall, I think that it was very creative and well done.
Assignment 3-5 Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page. Part 1 The Old Kingdom (2700 BCE - 2200 BCE)
Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook.
Your specific details and evidence should give more information about...
Pyramids (definition, examples, construction details)
Workers
Importance of the pyramids
Pyramids were built by the Pharaohs in the Old Kingdom. These pyramids are great stone structures built to protect a body of a dead person (most likely to be important). Pharaohs began to build their political system in the Old Kingdom. Pharaohs were thought as gods. Khufu was a pharaoh that built the Pyramid of Giza. Unlike his father, he decided to put all his efforts into one grand pyramid, while his father did not and built two pyramids. The Pyramid of Giza is still standing today an d is famous. The workers work very hard to work on pyramids. First, they cut limestone into thick, huge blocks and take them to the place where the pyramid is getting built by boat. They then place the blocks on wooden sleds and carried them up the pyramid. So that's how workers eventually build a pyramid. The workers could also place a sphinx near the pyramid to protect the body but that is not often. Anyway, all pharaohs were believed to be a god and a king. After the pharaohs built some pyramids, it occurred to them that they were bigger, easier to spot, and easier to rob the riches and bodies inside the pyramid. This was a problem. So they fixed this in the following kingdom: The Middle Kingdom.
Part 2 The Middle Kingdom (2100 BCE - 1800 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
the difference with the Old Kingdom
what life was like during this time
wars or battles and who was involved
The Middle Kingdom is sometimes called Egypt's Golden Age. This is when trade, arts, and literature flourished. The people living in Egypt built strong armies and fortresses to protect themselves against their neighbors. This is when the Egyptians built secret tombs and made much better hiding places for them to put the body. Probably there are some yet to be found. Unlike in the Old Kingdom, the Egyptians expected their pharaoh to be a wise ruler and a good king. In the Middle Kingdom, pharaohs were not buried in pyramids, as well as the New Kingdom. Instead, they were buried in hidden tombs. During this time, nobles had a lot of power and there was no central ruler, although the pharaoh was the central ruler in the Old Kingdom. Life was a bit better and difficult at this time. People had built fortresses and fought each other. But trade, arts, and literature flourished. The pharaoh Hatshepsut was really good with trade with Nubia, Syria. There was a powerful ruler who defeated all his rivals and became king. But towards the end of the Middle Kingdom, they began to fall into disorder. Then a Southwest Asian group called the Hyksos invaded and defeated lower Egypt. But then Ahmose of Thebes declared himself king and drove out all the Hyksos. Afterward, he ruled all of Egypt.
Part 3 The New Kingdom (1500 BCE - 1000 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
the causes of the growth of trade
what life was like in an empire
wars or battles (invasions) and who was involved
This was the kingdom of Egypt's expansion of land period. This was the period when Egyptian people expanded their borders through military conquest. Egypt fought against others and gained a lot of land. A period when Egypt was at the height of power and glory. A pharaoh named Ahmose was the reason why the New Kingdom was made. He fought off a south-western Asian group called the Hyksos. First, they were fierce, conquered Lower Egypt, and ruled as pharaohs for 200 years. Then Ahmose declared himself king and drove them away. He was powerful and did well in trade, which made him and the following pharaohs really wealthy. After the battle with the Hyksos, Egypt's leaders feared future invasions. They then decided to protect all the possible invasion routes around the kingdom. During this process, Egypt was turned into an empire. Their first top priority target was the homeland of the Hyksos. When they took over, they continued to invade north and they conquered Syria. By the 1400s Egypt ruled the entire region. The empire had extended from the Euphrates River to souther Nubia. Assyrian, Babylonian, and Hittite kings sent gold, leopard skins, and precious stones to maintain good relations with Egypt. Later, trade expanded along with it's empire. Conquest brought the Egyptian traders to distant lands to trade with. Egypt developed made profitable trade roots.
Assignment 3-4Part 1: Go to this site and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god or goddess. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations. Part 2: Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different?
I would like to be Amun because I want to be the king of gods. I want to command the other gods to do what I want without any argument. If I wanted a change on Earth, I could command the other gods to do it for me. I would be in charge of a lot of things. I would like to have lots of power. I could not only command gods what I want them to do but humans as well. I will use the gods as slaves but be nice and I will feed them well. I would save people from danger so people would like me and I want to be famous on Earth. In war, I might take sides but if I do, no one can do anything about it.
One god that I wouldn't like to be is Tawaret because she is ugly. I can't be any more specific but who wants to have a head of a hippopotamus, body of a lion, look pregnant, and have a back and tail of a crocodile? That sure doesn't look good. Also, since I'm a boy (no offense to girls or women reading this), I don't want to be a god to protect woman during pregnancy and childbirth. I also don't want to be Tawaret because I want to be worshipped in temples not homes. That way, I could be worshipped a lot more.
I didn't find any gods that were similar. The reason is because the gods had different looks and powers. I couldn't even tell the difference between the ranks!
Carefully read your online textbook pages 88 and 89.(Note: Make sure you scroll down on page 89 to see more information.)
Use the map above, the maps in the Egypt Resources wiki page, or your Scribble Map search function
Directions:
Your task is to label a map of the Nile River and ancient Egypt on your current Scribble Map. You must mark, label, or represent famous sites, cities, and other objects. Label everything carefully. (Note: Mark means use a marker, label means use a text label, represent means draw a symbol to show the item.)
You must also provide an image and a description for some of the labels. Each description must be at least three sentences long and must be clear, detailed, and specific. Your description should give us clear information to help us understand the item or place and why it was so important for ancient Egyptians.
1. Represent and label the Nile’s Sixth Cataract to the First Cataract.
2. Label the Red Sea.
3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry.
4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). Provide an image and a description for each historic site.
5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine
6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. Provide an image and a description for each geographical feature.
7. Label Lower Egypt and Upper Egypt.
Scribble Maps
Assignment 1
Using your notes and page 4 from your online textbook, answer the following questions on your wiki page.
1. Were you born in a BCE year or an CE year?
2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215
3. If you read that an event happened c. AD 1000, what would that mean?
Answers to Assignment 1
1. I was born in a C.E. year.
2. 3100 BC,AD 2000,AD 476,AD 3,15 BCE,CE 1215.
3. Circa means often proceeding a date.
Assignment 2
Just like the questions you were asked in class, please create five questions about the timeline we used in class.
Questions for assignment 2
1. Which came first, the last ice age or the sewing needle invention? Answer: Last Ice Age came first.
2. When was the color television invented? Answer: 1950 C.E.
3. How many years are between the lightbulb and the automobile? Answer: 14 years.
4. Did the last ice age come first or the fishhooks come first? Answer: Last Ice Age came first.
5. Did emergence of cuneiform come before C.E.? Answer: Yes.
Assignment 3
Human Origins-The Puppet Play ProjectResponse
Note you will have 3 class periods to prepare your plays. See Resources-1
Answer the following questions on your wiki page.
1. What were your roles in the 'Creation of a Puppet Show' project?
2. What Problems did your group run into?
3. How did your group deal with these problems?
4. Identify two similarities between all of the origin stories.
5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph).
Answers for Assignment 3
My roles in the play of the Origin Story of Sumer were Tiamat and the god helpers.
Some of the problems our group ran into were that we had a hard time making figures, cutting wires and then taping them onto our figures.
We dealt with these problems by working extra hard and we also thought of new ideas to make them more quickly.
The Origin Story of China and both have gods that created humans purposely because they had chosen to do so.
In the Origin Story for Sumer and China, both humans were purposely created as well. In the story for Sumer, gods attacked one god because he was annoying and had power. In the story for Sumer, the gods left out one god because she thought she was greater than others. In the Story for Sumer, a god created a whole bunch of humans at once. In the story for China, a god created a lot of humans, then made them with rope. When that god had finished that, she taught the humans to give birth to make more humans for a very long time. Both had different ways to create humans.
Assignment 4
Please read pages 29 & 30 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
1. On which continent were Lucy and other hominids found?
2. What is the scientific name of Lucy?
3. How long ago did Lucy live?
4. What was an important step in human development?
5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer.
Make sure your answer is clear and detailed.
Australopithecus
Homo habilis
Homo erectus
Homo sapiens
6. Which hominid are you?
Answers for Assignment 4
The Continent in which Lucy and the other hominids were found in Africa.
The scientific name for Lucy is Australopithecus.
Lucy lived more than 3 million years ago.
One important step in human development was that we could walk upright.
Australopithecus
Means "southern ape."
Brain was about one-third the size of modern humans.
Appeared in Africa about 4-5 million years ago.
Homo habilis
Means "handy man."
Brain was a bout half the size of modern humans.
Appeared in Africa about 2.4 million years ago.
Homo erectus
Means "upright man."
Appeared in Africa 2-1.5 million years ago.
Used early stone tools like the hand axe.
Homo sapiens
Means "wise man."
Appeared in Africa about 200,000 years ago.
Developed language.
Assignment 5
Read pages 32-34 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
Why do historians need archaeologists and anthropologists to study prehistory?
What might have been one advantage of walking completely upright?
What kind of tools did people use during the Paleolithic Era?
Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two.
What is a hunter-gatherer?
In your opinion, what was the most important change brought by the development of language?
Define the boldfaced words above.
Answer for Assignment 5
Because you can determine how old something is by looking at the fossil.
You could maybe squeeze through tighter areas and you can fight better for territory.
Some kinds of tools people used to use in the Paleolithic Era are stones,bones, and sticks.
A sharp rock stuck in a piece of wood. It could be used for pushing things like books all the way into the bookshelf.
Hunter-gatherers hunt animals and gather wild plants to survive.
I think the 22 letter alphabet created by the Phoenicians was the most important change brought by the development of language because people used it before and people started to speak using that alphabet for words.
Clearly:To show a lot of, Complete Sentences:Sentences that are long and packed with words, Prehistory: History Before, Tools:Utensil's that can help you build,destroy,cut, and break, Paleolithic Era:An Era from long time ago, Hunter-gatherer:A hunter and a person that gathers wild plants to live.
Assignment 6
Use your online textbook (p. 40 & p. 41) to answer these questions clearly and completely. Please put your answers on your wiki page.
1. Read the paragraph in the Beginnings of Agriculture section on p.40 and answer the question (How could this discovery change your life?).
Read The First Farmers and Plants section on p.41 and answer these questions:
2. What is another name for the New Stone Age?
3. What kinds of tools did people make during this time? What do you think they used these tools for?
4. In the textbook it says that people during the Neolithic period could now make fire. Which hominid would this be?
5. When we changed from gathering food to growing food, historians called it the Neolithic Revolution. Why do you think it's called a revolution?
6. What is the definition for the word 'domestication'?
7. Using the map on p.41, which animals were domesticated in Asia?
8. Using the map on p.41, where was corn first domesticated?
9. If you were a farmer, how would your life be different than a hunter and gatherer? Give three ways your life would be different.
Answers for Assignment 6
I could be happier and take a lot of fruit so I could eat it.
Another name for the New Stone Age is Neolithic Era.
I think people made hammers and nails.They might use them for building.
Homo Sapiens were the ones that were said that they could make fire.
I think its called a revolution because instead of having to look for food all the time, we grew food instead. Now People don't have to look for food so much anymore and it made our lives easier.
It means kind of of like the act of taming.
The animals that were domesticated in Asia were horses,cattle,goat, and sheep.
The first corn domesticated was in North America.
If I were a farmer, I...
wouldn't have to hunt for food.
wouldn't have to gather plants to eat.
wouldn't have to run around from place to place to eat.
Assignment 7
Write 3 good test questions covering any of the topics we have studied so far.
Answer these questions clearly and completely on your wiki page.
1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
3 Good Questions
Why was Lucy named Lucy?
Why did people have to move from place to place? Did they want to or did they have to?
Did people settle where plants grew, grains grew, or where animals where to eat?
Answer to the Questions
In the Neolithic Period, People learned to do newer things like planting food instead of searching for it and the people learned to create fire.
Animals could help out people more such as carrying heavy loads or making those animals help the people with their chores.
Some advantages for changes in daily life is that jobs could be easier and there could be more inventions coming. Some of the disadvantages in the changes in daily life is that there could be more fighting for economies and there could be more dangerous things happening because of the newer inventions.
Assignment 8
Use these two videos about Catal Huyuk to answer these questions clearly and completely on your wiki page.
1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you?
2. What are three things about daily life in Catal Huyuk you knew already from class?
3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
Answers to Assignment 8
One of the 3 things that surprised me was how the people back then did surgery. Ii was kind of gross to me because of all the blood and stuff. Another one thing that surprised me was that how Ookie (I'm not sure that's how you spell it) remembered the way how plants grew and that he told people and then soon people began to know how to plant which became a revolution. The last thing that surprised me was that how people got smart enough to organize things. I thought before that they argued so much because there was no government that they couldn't get along. But it seems like they got it over with, even if they argued.
3 of things I already knew about Catal Huyuk was Population/Settlement, Technology, and Occupations.
Jookie doesn't have such nice clothes as I do because people back then probably couldn't find the materials for it and that they might not have it. Jookie also doesn't have such a nice as I do because they don't have the materials to build a big, towering building and the people back then didn't have the ideas to make a building. The last but not least, the people back then didn't have such nice food as we did. They couldn't cook as well as we could and they didn't mix ingredients together to try better things. They also didn't have any grills or food that we found out today that are also delicious.
Assignment 9
Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.
1. The single most important thing I learned was...
The single most important thing I learned was that Ookie taught how to plant when he, himself learned to plant which came to a revolution.
2. Something that confused me or that I didn't understand was...
Something that confused me or that I didn't understand was how could you calm someone down by making a fire? It would also lead to attention, which brought in the video the skull bashing part.
3. What surprised me the most was...
What surprised me the most was how people back then could do surgery with stone tools. It was really gross but at least they could help one another.
4. I would like to know more about...
I would like to know more about how people step by step domesticated animals and how the animals helped people with chores.
5. The part that I think I will always remember was...
The part that I think I will always remember was the skull bashing part. It was quite surprising to me and disgusting. And after that I will remember how Ookie got healed, which was the surprising and painful surgery.
Assignment 2-1
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page.Use the links above from the Class Activityto help you answer the questions.
Event A: Food Shortage
1. What helped the human population to grow in Mesopotamia?
2. What does cultivate mean?
3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?
4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why?
Event B: Uncontrolled Water Supply
1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains?
2. How did they solve these problems?
3. Where did the melted snow that caused flooding come from?
Answers to Assignment 2-1 Event A: Food Shortage
People needing to get timber from downhill.
To prepare or use for crops and gardening.
Land was getting very hard and dry.
C. Move down to the river plains and try to grow crops there because like Chungmin said, you could build a reservoir and make irrigations to spread the water to give to the plants to get more food.
Event B: Uncontrolled Water Supply
The soil on the land was hard and dry and Hot, strong winds blew thick layers of dust across the ground.
The floods started helping the farmers because of the water.
From the mountains.
Assignment 2-2
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the In Class Activity 2-1 called Event C:Building and Maintaining a Complex Irrigation System & Event D: Attacks by Neighboring Communities to help you answer the questions.
Event C: Building and Maintaining a Complex Irrigation System
1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers?
2. How did farmers prevent flooding?
3. Over time, carrying buckets of water to the fields was too difficult. Please clearly explain how levees, canals, dams, and reservoirs were used to make life easier for farmers?
4. Which word means an extra supply of something such as food?
5. What could happen if one canal was clogged?
6. How did different villages take care of the complex irrigation system?
Event D: Attacks by Neighboring Communities
1. How did Mesopotamian villages help each other?
2. How were people, who lived very far apart, connected to each other?
3. What did many villages grow into?
4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region?
5. How could one city stop the water from reaching another city?
6. Why was it easy to attack other cities on the Mesopotamian plains?
7. What defense plan is best to protect a city?
Answers to Assignment 2-2
Event C: Building and Maintaining a Complex Irrigation System
The farmers simply used buckets.
They prevented flooding by using natural earth walls called "levees."
Levees helped keep the water back, canals and dams helped to guide the water to water-collection pools and reservoirs to make a water-collection pool and to make pathways to get water from the reservoir to the plants.
Surplus means an extra supply of something as food.
Farmers had to clean the canals.
Clean the canals regularly.
Event D: Attacks by Neighboring Communities
They cleared silt from the canals.
They were connected by the irrigation systems.
Working together.
Sumer. People from Sumer are called Sumerians.
They purposely clogged it.
There were no natural barriers for protection.
(In my opinion? Anyway) I think the best protection is to dig some deep pits in the city and have every citizen memorize where they are and the citizens will go to the big building in the middle of the picture of the Sumerian city and also my group and I decided to make some soldiers go out and defend our city because while all of the citizens are going to be safe up there, no one would fight them and they would trap us and destroy our houses. We should at least defend our city.
Assignment 2-3
Please read pages 56-59 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
1. How did the Fertile Crescent get its name?
2. What was the most important factor in making Mesopotamia's farmland fertile?
3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization?
4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government?
Answers to Assignment 2-3
Because of it's large arc that has fertile land.
They could have a lot of food for each other.
If there were more jobs, the society would grow bigger.
For example, to see who has full control of the project or who's ranking is higher, maybe fighting too. This will lead to elections and debating.
Assignment 2-4
Using The Six Characteristics of a Civilization (see below), answer the following questions clearly and with details on your wiki page.
1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic.
I'm not sure because I wasn't in Korea for a long time but I'll try my best. I think the answer to the first question was "yes". One example of the first characteristic is the military leader, who might command the soldiers. One example of the second characteristic is that Korea, from what I've seen, Korea won't just suddenly drop in food supply, unless we run out of water, huge natural disasters strike from a bit of time to a bit of time, or something that is really horrible that affects food. One example of the third characteristic can be a lot of things. It is quite obvious that there are many different jobs but they are there for some reasons. For example, business men work to get money and they use the money to buy food from the chefs who make the food for himself and his family (if he has one). Chefs cook food and make drinks in order for waiters to serve food. So different jobs can communicate with other jobs. One example of the fourth characteristic is for example, in a restaurant, low ranking waiters serve, higher ranking chefs cook, and the highest ranking manager commands his restaurant what to do. They do different jobs. One example of the fifth characteristic is that Korean people do have highly developed culture. We have traditional clothing, writing, music, art, and I think, literature and science. One example of the clothing is called "Hanbok". You should try listening to their music, see their art and see their old writing. For the last example, I'll tell that Koreans really do have a religious system. In Korea, there are Buddhists, atheists, and Christians. Christians have a long sermon on Sundays, I'm not sure about Buddhists because I'm not one, and atheists really don't do anything because they don't worship anyone or anything. 2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?
No because they might not have a religious system or they might not have highly developed culture. They also might be just a bunch of people without rankings. The Six Characteristics of a Civilization:
1. A system of government that directs and controls some actions of the members of the society.
2. A regular food supply that is not likely to suddenly change.
3. Specialization of labor, in which members of the society perform different jobs.
4. Different social levels, in which some members of the society are given higher status than others.
5. A highly developed culture including art, architecture, music, literature, science, and writing.
6. A religious system, which might include priests and temples.
Assignment 2-5
Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the whole page in your textbook and the links for the vocabulary when answering some of the questions.
Where did the Akkadians live?
What was their relationship with the Sumerians like before the 2300s B.C.E.?
Who was Sargon and what did he do?
What did Sargon establish?
Define 'empire'.
Explain two examples why Sargon is considered a great leader.
How long did Sargon rule his empire?
What eventually happened to the Akkadian Empire?
Who eventually became the most powerful civilization in Mesopotamia again?
Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?
Answers for Assignment 2-5
The Akkadians lived just North of Sumer.
They lived together in peace for any years.
Sargon was the Akkadian emperor and he sought to extend the Akkadian territory.
Sargon established the world's first empire.
Empire- an extensive group of states or countries under a single supreme authority, formerly esp. an emperor empress.
He conquered all the city-states of Sumer and he established the world's first empire.
Sargon ruled for more than fifty years.
The Akkadian Empire eventually fell.
The Sumerians did.
They had things organized, they had massive walls for protection, they had a bunch of crops, and they had many houses for population.
Assignment 2-6
After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then copy and paste your questions and answers onto your discussion tab. Then go to the discussion tabs of at least three other classmates and make good quality middle school comments about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are. Trader's Circuit questions 1. What part of the game did you like the best? Why? 2. During the game, how did you feel and why did you feel that way? 3. What part of the game was difficult for you? 4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry? 5. What part of the game would you change if you played it again? Why? 6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why?
1. The part of the game that I liked best was the part where people begged you for something because you could get anything you want from them if you have what they want. That's how I made 2 monopolies.
2. I felt that way because I knew I could get a lot of things from them for just 1 item. I felt happy at that time and I made that person give me 3 things for 1 item.
3. The part of the game that was difficult for me was when I had to beg for the thing that I wanted.
4. People will always have to come to you for not just jewelry and dates but any item that you have which is a monopoly. People will come to you begging for the item you own which is a monopoly. If they want it, you can make them give you a lot of their things or money.
5. I would be more careful about what I trade for because I was bad at trading things and I traded high priced things for low priced things.
6. I think it was better to cooperate with another person because we could trade beck and forth for things we both want and later when we have monopolies, we would thank each other for that.
I think you need to be selfish in the traders circuit.
- callum
Note-people can also withhold monopolies from you so it's best to keep it a secret because they shall start raising prices. I think it is all right to throw all of your jewelry away for just a monopoly of 10 clay bricks. You could get loads of jewelry if you own all the clay bricks and people start to need clay bricks.
-ninjamelon8888-
PS. Isn't this on your discussion tab?
Assignment 2-7
Source: Read pages 74 and 75 in your online textbook Directions: Read the questions/directions carefully and write clear and detailed answers on your wiki page.
1. Read the "If you were there..." section on page 74. How will you advise the King?
2. What happened to Ur by 2000 BCE?
3. Where was Babylon located?
4. Who became the king of Babylon? When did he become king?
5. What is a monarch?
6. After conquering all of Mesopotamia, what did Hammurabi call his empire?
7. Hammurabi was a great warrior and leader. What other skills did he have?
8. What is Hammurabi's Code? What areas of daily life did the code cover?
9. Give two reasons why Hammurabi's Code was important.
10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire?
11. Read the different laws in the Code of Hammurabi on this site and choose three that you think are interesting. Copy the three laws and their numbers onto your page. Then for each law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.
1. I would advise the king to punish the ones that have done more damage or pain more than the other ones that have done less because it wouldn't be fair if everyone had to have the same amount of pain given to them. For example, let's just say that the punishment for any crime or damage done is getting beheaded. So if someone did a crime that wasn't a horrible thing but a little bad thing, I say that they don't deserve to get beheaded. After all, they didn't make so much trouble. I say that they should get a punishment that they should get, not like something horrible or painful that they don't deserve.
2. It layed in ruins.
3. It was located on the Euphrates River on what is today Baghdad, Iraq.
4. In 1792 BCE, Hammurabi became king.
5. A monarch is the ruler of a king or empire.
6. Hammurabi called his empire, "Babylon Empire".
7. Hammurabi could also govern a huge empire.
8. Hammurabi's Code is 282 laws that dealt with almost anything in life. There were codes that covered trade, loans, theft to marriage, injury , and murder.
9. If there wasn't a code, people would break many laws and people might ignore Hammurabi.
10. The Babylonian Empire eventually fell. It is like what happened to the Akkadian empire. Both empires fell after they stopped ruling.
11. 6. If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death.14. If any one steal the minor son of another, he shall be put to death.55. If any one open his ditches to water his crop, but is careless, and the water flood the field of his neighbor, then he shall pay his neighbor corn for his loss.
I think that law #6 is interesting because the person who takes something from a temple or a court is put to death.
I think that law #14 is interesting because stealing a son will become an instant death to that person.
I think that law #55 is interesting because being careless with ditches may cause you to pay corn.
I agree with #6.
I disagree with #14.
I agree with #55.
Assignment 2-8
Source: Read pages 76 and 77 in your online textbook Directions: Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete The Characteristics of Civilization Chart for the civilization you have chosen. Write clear and detailed answers in the chart, on your wiki page.
Characteristics of Civilization
Civilization Name:Chaldeans
Six Characteristics of Civilization
Evidence for Characteristic
Explanation
A system of government that directs and controls some actions of the members of the society
Nabopolassar commands his army to invade other countries.
To win more territory.
A regular food supply that is not likely to suddenly change
Nabopolassar used an army often to great distances.
Nabopolassar must have had food for him and his army to survive and still be strong.
Specialization of labor, in which members of the society perform different jobs
The army of Nabopolassar invades while Nabopolassar commands.
So they could have a chance to win the battle.
Different social levels, in which members of the society are given higher status than others
Since Nabopolasser was king, Nabopolassar commanded his army to invade other countries.
So someone can take control over armies to win battles.
A highly developed culture including art, architecture, music, literature, science, and writing
One great architecture design was the Hanging Gardens of Babylon.
So Nebuchadnezzar's wife could remember her mountainous homeland.
A religious system, which might include priests and temples
Nebuchadnezzar believed that a goddess named Ishtar was one of the gods that ruled the universe.
To predict the future and plans of gods.
Was it difficult to find evidence for the culture you picked? Why or why not?
It was difficult to find this information because the links you have given me were resourceful and all I had to do was to read the link information and fill out the table.
Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notes Directions: Answer the following questions clearly and with details on your wiki page.
1. Read the If YOU were there section. How do you feel about working for the pharaoh?
2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end?
3. Explain how ancient Egyptians felt about their country and their pharaoh.
4. What were the responsibilities of the pharaoh?
5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him?
6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.)
6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves?
6.c. What did farmers do during flood season?
7. Clearly explain trading in ancient Egypt (what was traded and who they traded with).
8. Define the word acquire. Use acquire in an original sentence.
9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed?
Answers
1. I would be very pleased about working for the pharaoh and especially the big responsibility to keep him comfortable in the afterlife.
2. The New Kingdom. It started from 2700 to 2200 BC.
3. The people thought the pharaoh as a king and a god. This had backdrops too because people would blame the pharaoh if crops didn't grow well or disease struck.
4. The responsibility of the pharaoh was to keep people healthy and help grow crops well.
5. What's really famous abut Khufu are the monuments built for him. The ring of cheops.
6.a The strongest of all is the pharaoh, who has to take care of the countries.Next are the nobles, who help the government and the officials. Next are the scribes and craftspeople, who make goods. Lastly are the slaves and farmers. These are the lowest ranking and they do the farming and most of the work. This makes up of 80% of the people.
6.b Some advantages are that we could get better chance of better crops and people doing a lot of the work. The bad thing is that we'll need more food for them and there will have to be more commanding and order.
6.c They worked on Pharaoh's projects.
7. Egyptians like to trade with their neighbors. They trade with Syria and along the Nile to Nubia.
8. acquire-buy or obtain for oneself. I acquired my own goods.
9. Above the nobles but below the pharaoh. Viziers are king's advisors so they are really important.
Assignment 3-3
Source:How to Mummify Nefermaat Directions: Go to the link above to mummify a body. As you work to mummify the body, answer the following questions clearly and with details on your wiki page.
What are amulets and how were they used? Give two examples of amulets that were used and explain why they were used.
What happens to the body after it was mummified?
1. So the soul could recognize the body after death.
2. Drying out the bodies and covering them in bandages. This process is called "Mummification".
3. The brain is removed by getting a stick and pulling the brain out bit by bit. The brain was removed because Egyptians regarded the brain as something useless.
4. The intestines, the stomach, the liver, and the lungs. These organs were placed in jars guarded by several different god heads who look over different parts.
5. Egyptians don't take out the heart because Egyptians thought of it as it was how we thought of the brain.
6. Natron are packs of salt that were used to drain moisture from the body.
7. Linen was used to plump up the dead body.
8. Amulets are these things that were used to protect the body. The Udjat was used for good health and the Heart Amulet was used to look after the heart.
9. The body was placed in a sarcophagus with the "Eyes of Horus" to allow him to see through the coffin for all eternity.
Assignment 6-3
Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow in your notebook.The Origins of the Greeks
The Minoans:
Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
The Mycenaeans:
Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
1. What did the Minoan and the Mycenaean civilizations have in common?
2. In what ways were the Minoan and the Mycenaean civilizations different?
3. Why do you think so many aspects of Minoan civilization are found at Mycenae?
4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced?
5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history?
6. Using your textbook pages 256-257, explain how the decline of the Minoans and the Mycenaeans was similar.
Assignment 6-2
Homer
The Odyssey is a 12,000-line Greek epic poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one divine and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to Ithaca after the end of the Trojan War in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an aristocratic soldier of superior strength, intelligence, and courage, favored by the Gods.
The poem is traditionally ascribed to Homer (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description:
"If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios."
Other scholars believe that "Homer" was the name given to a collective group of bards who sang Mycenaean folktales to entertain the nobles of Ionia, located on the west coast of Asia Minor.
It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.
Review the following Greek Values with your partner. Make sure you understand each idea.
Athleticism Hospitality Ingenuity Intuition Justice Loyalty Respect Teamwork
Assignment 4-6
Sources:- 1. Online Textbook page 157
- 2. Online Textbook pages 158-159
Directions:Write your answers for this assignment in your NOTEBOOK.
Part 1
Using source number 1, write your own clear and complete sentences using of the following words. Remember that your sentences should show that you know the meanings of the words.
- fasting Fasting is hard to do for a year.
- meditation I don't practice meditation.
Part 2Using source number 2, write about the following:
- The Four Noble Truths
- Clearly summarize in 2-3 sentences (please don't just list the four truths)
- Give one real-world example for each truth
- The Eightfold Path
- Clearly summarize in 2-3 sentences (please don't just list the eight parts)
- Explain how you are following at least two of the eight parts of the path in your life today
- Explain how you are NOT following two of the eight parts of the path in your life today
Part 3Using source number 2, create a clear and neat Venn diagram showing the differences and similarities between Hinduism and Buddhism.
After completing your Understanding How Ashoka's Edicts Helped Unify India sheet answer the following comprehension questions:
1. What are the main ideas expressed in Ashoka's edicts? The main ideas are usually about justice or rules that go for everyone. 2. What are some of the ways in which Ashoka's leadership promoted unity in India? His edicts were good. 3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India? Men are given three days to respite and may be reborn to a better life. 4. In addition to the edicts, what else might have contributed to the unification of India during this time period? His wisdom and fairness he spoke.
5. Explain how one of the edicts you examined could be catagorized another way. The edict mentioning about reincarnation could also notify the reader about rebirth of bad life and a list of all the things needed to do to get a better life. Reincarnation is a part of Buddhism and it goes for everyone. Better lives go for everyone too so it could be Justice too (by the way I'm not copying the i.e. I thought this as well.
(i.e. instead of Buddhist Values it could also concern Justice)
Assignment 4-5
Website: India-Government
Use the website above and what you have learned in class so far to answer these questions about the early Indus River Governments.
1. Why would having a central government help in planning and organizing a city?
Because there would be some power to control the people and order them rather than there being no power at all and everything gets ruined. There has to be discipline and order from the central government also to make the workers more serious.
2. Who were Rajahs?
Rajahs were very important rulers of a city.
3. What is a Guru?
A guru was a type of teacher.
4. What subjects were taught in school?
It just said that a boy would be taught from five to eight years old but live with the guru until twenty and do the guru's chores.
5. Who was in charge of the government?
The priest were somewhat in charge of the government.
6. Why did people look up to the priests?
People looked up to the priests because they were the ones who made offerings to the gods.
Assignment 4-4
Answer the following questions clearly and with details on your wiki page.
1. What varna were you in during the caste system simulation?
The varna I was part of during the simulation was the merchants (or the Vaisyas).
2. What was your favorite part about the caste system simulation? Why?
My favorite part of the simulation was that I was a merchant, which meant I had a lot of money. Although it didn't really matter if you had money in the simulation, it stil made me feel good for some reason.
3. What part of the simulation made you angry, upset, or frustrated? Why?
One part that kind of made me upset was that I had to get embarrassed in front of all the students by doing push-ups and having to go across the room a lot to be called in by the Brahmans or the Lawmakers & Warriors. I was always chosen for some unfair task that I didn't agree with and everyone was always picking me.
4. Do you think this system is fair? Why or why not?
I think it wasn't fair because they always singled me out and everyone's work should be fair. Instead, they decided to pick on me =(.
5. Do you think a society should organize people into social classes? Why or Why not?
Yes because it isn't fair for the government to choose everything and it is fair only when the society agrees.
Assignment 4-2
Website: Indus Valley
Use the website above to answer these questions. Write your answers in complete sentences with clear details on your wiki page.
1. What was discovered during the excavations of Mohenjo-Daro? There was a big mound discovered that contained very important, large buildings. Some archaeologists call this the Citadel. East of the Citadel, there was a place called Lower Town. The streets and buildings look like they were part of a plan and only some of Lower Town was excavated. The longest street in Lower Town is called First Street.
2. How is Mohenjo-Daro similar to our cities today? It had a public bath, changing rooms with them, and rows of homes (in some neighborhoods).
3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro? The bricks made for houses were used to keep the house cool. Many of them were fired from kilns to make them stronger and were used for foundations, lower walls, large buildings, drains, and wells. Most houses in Lower Town had drains to drain away dirty stuff. Many houses also had wells for fresh drinking water. Whenever new houses were built on top of old houses, the well's walls were also built higher. Narrow drains were found near the alleyways and streets of Mohenjo-Daro. They each had a slight tilt so the water could actually flow away. Solid waste were collected in bricks pits. Now there was jewelry artifacts such as a necklace. Only a highly-skilled craftsman could make it because it looked so well made, was made of gold and green stone beads, and probably worn by a rich woman. Seals were an impression on wet clay and on them were crocodiles, bulls, and tigers. Weights back then were weighed with gold. The biggest weights may have been to weigh heavier goods like sacks of grains. Figurines back then were made of terracotta.
4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum. People back then who lived in Mohenjo-Daro lived rougher than we did (of course) because instead of nice clean shampoo and soap to use to bathe, they were pretty dirty (no offense). They also didn't get as luxurious houses as we do. But they knew a lot and pretty well enough to keep themselves alive. Back then, woman and men alike wore jewelry. So far, we only know that they wore necklaces. The weights were used for comparing the weight of goods (such as gold) and the weights itself. It was probably used to see the good quantity or good quality of the object being weighed with the weights. They were actually used to weigh the goods they traded with. And the seals. Seals were common back then in Mohenjo-Daro. On them were animals such as crocodiles, bulls, and tigers. One bad thing about seals is that people forgot how to read Indus writing. If people still knew, we could probably have learned more about the Indus civilization. Boats and carts were used for transportation or to transport goods over to someplace. Now we know how they transported goods so they are important. Figurines were also important. They gave us an idea of what people looked like back then.
5. What do we know about the Priest-King? Well archaeologists called him Preist-King because he looked like a very important person. He wears a gold headband with an ornament and eyes were cut deeply in to the stone. An astounding thing is that many people think that it was broken on purpose while others think that it was broken when lost. The Preist-King sculpture was found in Lower Town at Mohenjo-Daro in 1927. It was found in an unusual house with ornamental brick work and a wall niche. It was found between brick foundations walls which once held up a floor.
6. What was the Great Bath and how was it used? The Great Bath was a public bath in Mohenjo-Daro. Religious bathes might have taken place in there. But probably it was mostly used for basic bathing.
= Assignment 4-1 Source: IndiaSubcontinentMapTrans.jpg Directions: Look at the map above, read the text below, and answer the following questions on your wiki page: In the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient Sarasvati River. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today. Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations. After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E. Questions: 1. In what ways is your map similar to the one that you see in the map above? We have most of the stuff labeled there like the places and bodies of water. 2. What physiographic features can you identify on this map that are not on your map? The keys like the mountains, and purple dots. 3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details. I think settlements developed along the rivers because they were provided fertile land and water. I think it's mostly because of the fertile land. The rivers also provided a convenient way to travel and trade. 4. Accurately draw and label the ancient Sarasvati River on your map. 5. Why did ancient Indian people eventually migrate to the Ganga River? Because the Sarasvati River eventually dried up and so the people wanted to move to places more habitable.
Assignment 4-3 Source:
Assignment 3-8
Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences clearly and with specific details. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.1. The single most important thing I learned was...
The single most important thing I learned was about the pharaohs. I learned that they were depicted as gods and were very important to the ancient egyptians. I also learned that they were blamed if crops didn't grow well or people got sick.
2. Something that confused me or that I didn't understand was...
Some of the pharaohs because I didn't really get what was so good about them or I wondered why they wore such funky clothes.
3. What surprised me the most was...
The missing nose of the Sphinx. I was astounded at the fact that I got tricked by multiple fake stories. There were so many stories until I came across the truth.
4. I would like to know more about...
The gods like Aten because they look so mysterious and i really didn't understand what some of it said.
5. The part that I think I will always remember was...
Is the facts I learned about the sphinx such as the missing nose.
Assignment 3-7 Ancient Egypt Topic Peer Assessment
Go to our YouTube Channel and login using the username and password given in class.
You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least twosentences long.
Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted.
You must comment on four classmates' videos:
- classmate above your name
- classmate below your name
- two other classmates of your choice
(Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)1. How did your classmate make the video interesting and creative?
I think Sheamin and Michelle's video was creative. I liked the transition effects and the info.
2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?
I think Sheamin and Michelle could've improved a little bit because I think they spoke a bit fast but volume was fine. I also understood most of what they said.
3. Clearly explain two things you learned from your classmate's video.
I learned that Cleopatra killed herself using an asp, a snake which I assume is poisonous and she used it to bit her. I also learned that she and her brother had a bit of a competition for the throne. In the end, Cleopatra reigned.
4. How could your classmate improve his/her video?
It is really good (on my opinion) so I think all Sheamin and Michelle need to improve on is speaking a bit slower. But overall, I think that it was very creative and well done.
Assignment 3-5 Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page.
Part 1
The Old Kingdom (2700 BCE - 2200 BCE)
Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook.
Your specific details and evidence should give more information about...
- Pyramids (definition, examples, construction details)
- Workers
- Importance of the pyramids
Pyramids were built by the Pharaohs in the Old Kingdom. These pyramids are great stone structures built to protect a body of a dead person (most likely to be important). Pharaohs began to build their political system in the Old Kingdom. Pharaohs were thought as gods. Khufu was a pharaoh that built the Pyramid of Giza. Unlike his father, he decided to put all his efforts into one grand pyramid, while his father did not and built two pyramids. The Pyramid of Giza is still standing today an d is famous. The workers work very hard to work on pyramids. First, they cut limestone into thick, huge blocks and take them to the place where the pyramid is getting built by boat. They then place the blocks on wooden sleds and carried them up the pyramid. So that's how workers eventually build a pyramid. The workers could also place a sphinx near the pyramid to protect the body but that is not often. Anyway, all pharaohs were believed to be a god and a king. After the pharaohs built some pyramids, it occurred to them that they were bigger, easier to spot, and easier to rob the riches and bodies inside the pyramid. This was a problem. So they fixed this in the following kingdom: The Middle Kingdom.Part 2
The Middle Kingdom (2100 BCE - 1800 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
The Middle Kingdom is sometimes called Egypt's Golden Age. This is when trade, arts, and literature flourished. The people living in Egypt built strong armies and fortresses to protect themselves against their neighbors. This is when the Egyptians built secret tombs and made much better hiding places for them to put the body. Probably there are some yet to be found. Unlike in the Old Kingdom, the Egyptians expected their pharaoh to be a wise ruler and a good king. In the Middle Kingdom, pharaohs were not buried in pyramids, as well as the New Kingdom. Instead, they were buried in hidden tombs. During this time, nobles had a lot of power and there was no central ruler, although the pharaoh was the central ruler in the Old Kingdom. Life was a bit better and difficult at this time. People had built fortresses and fought each other. But trade, arts, and literature flourished. The pharaoh Hatshepsut was really good with trade with Nubia, Syria. There was a powerful ruler who defeated all his rivals and became king. But towards the end of the Middle Kingdom, they began to fall into disorder. Then a Southwest Asian group called the Hyksos invaded and defeated lower Egypt. But then Ahmose of Thebes declared himself king and drove out all the Hyksos. Afterward, he ruled all of Egypt.
Part 3
The New Kingdom (1500 BCE - 1000 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
This was the kingdom of Egypt's expansion of land period. This was the period when Egyptian people expanded their borders through military conquest. Egypt fought against others and gained a lot of land. A period when Egypt was at the height of power and glory. A pharaoh named Ahmose was the reason why the New Kingdom was made. He fought off a south-western Asian group called the Hyksos. First, they were fierce, conquered Lower Egypt, and ruled as pharaohs for 200 years. Then Ahmose declared himself king and drove them away. He was powerful and did well in trade, which made him and the following pharaohs really wealthy. After the battle with the Hyksos, Egypt's leaders feared future invasions. They then decided to protect all the possible invasion routes around the kingdom. During this process, Egypt was turned into an empire. Their first top priority target was the homeland of the Hyksos. When they took over, they continued to invade north and they conquered Syria. By the 1400s Egypt ruled the entire region. The empire had extended from the Euphrates River to souther Nubia. Assyrian, Babylonian, and Hittite kings sent gold, leopard skins, and precious stones to maintain good relations with Egypt. Later, trade expanded along with it's empire. Conquest brought the Egyptian traders to distant lands to trade with. Egypt developed made profitable trade roots.
Assignment 3-4 Part 1: Go to this site and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god or goddess. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations.
Part 2: Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different?
I would like to be Amun because I want to be the king of gods. I want to command the other gods to do what I want without any argument. If I wanted a change on Earth, I could command the other gods to do it for me. I would be in charge of a lot of things. I would like to have lots of power. I could not only command gods what I want them to do but humans as well. I will use the gods as slaves but be nice and I will feed them well. I would save people from danger so people would like me and I want to be famous on Earth. In war, I might take sides but if I do, no one can do anything about it.
One god that I wouldn't like to be is Tawaret because she is ugly. I can't be any more specific but who wants to have a head of a hippopotamus, body of a lion, look pregnant, and have a back and tail of a crocodile? That sure doesn't look good. Also, since I'm a boy (no offense to girls or women reading this), I don't want to be a god to protect woman during pregnancy and childbirth. I also don't want to be Tawaret because I want to be worshipped in temples not homes. That way, I could be worshipped a lot more.
I didn't find any gods that were similar. The reason is because the gods had different looks and powers. I couldn't even tell the difference between the ranks!
=
Organized Armies
Assignment 1
Sources:
Directions:
1. Represent and label the Nile’s Sixth Cataract to the First Cataract.
2. Label the Red Sea.
3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry.
4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). Provide an image and a description for each historic site.
5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine
6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. Provide an image and a description for each geographical feature.
7. Label Lower Egypt and Upper Egypt.
Scribble Maps
Assignment 1
Using your notes and page 4 from your online textbook, answer the following questions on your wiki page.1. Were you born in a BCE year or an CE year?
2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215
3. If you read that an event happened c. AD 1000, what would that mean?
Answers to Assignment 1
1. I was born in a C.E. year.
2. 3100 BC,AD 2000,AD 476,AD 3,15 BCE,CE 1215.
3. Circa means often proceeding a date.
Assignment 2
Just like the questions you were asked in class, please create five questions about the timeline we used in class.Questions for assignment 2
1. Which came first, the last ice age or the sewing needle invention? Answer: Last Ice Age came first.
2. When was the color television invented? Answer: 1950 C.E.
3. How many years are between the lightbulb and the automobile? Answer: 14 years.
4. Did the last ice age come first or the fishhooks come first? Answer: Last Ice Age came first.
5. Did emergence of cuneiform come before C.E.? Answer: Yes.
Assignment 3
Human Origins-The Puppet Play Project ResponseNote you will have 3 class periods to prepare your plays. See Resources-1
Answer the following questions on your wiki page.
1. What were your roles in the 'Creation of a Puppet Show' project?
2. What Problems did your group run into?
3. How did your group deal with these problems?
4. Identify two similarities between all of the origin stories.
5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph).
Answers for Assignment 3
Assignment 4
Please read pages 29 & 30 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.1. On which continent were Lucy and other hominids found?
2. What is the scientific name of Lucy?
3. How long ago did Lucy live?
4. What was an important step in human development?
5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer.
Make sure your answer is clear and detailed.
6. Which hominid are you?
Answers for Assignment 4
Homo habilis
Homo erectus
Homo sapiens
Assignment 5
Read pages 32-34 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.Answer for Assignment 5
Assignment 6
Use your online textbook (p. 40 & p. 41) to answer these questions clearly and completely. Please put your answers on your wiki page.1. Read the paragraph in the Beginnings of Agriculture section on p.40 and answer the question (How could this discovery change your life?).
Read The First Farmers and Plants section on p.41 and answer these questions:
2. What is another name for the New Stone Age?
3. What kinds of tools did people make during this time? What do you think they used these tools for?
4. In the textbook it says that people during the Neolithic period could now make fire. Which hominid would this be?
5. When we changed from gathering food to growing food, historians called it the Neolithic Revolution. Why do you think it's called a revolution?
6. What is the definition for the word 'domestication'?
7. Using the map on p.41, which animals were domesticated in Asia?
8. Using the map on p.41, where was corn first domesticated?
9. If you were a farmer, how would your life be different than a hunter and gatherer? Give three ways your life would be different.
Answers for Assignment 6
Assignment 7
Write 3 good test questions covering any of the topics we have studied so far.Answer these questions clearly and completely on your wiki page.
1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
3 Good Questions
- Why was Lucy named Lucy?
- Why did people have to move from place to place? Did they want to or did they have to?
- Did people settle where plants grew, grains grew, or where animals where to eat?
Answer to the QuestionsAssignment 8
Use these two videos about Catal Huyuk to answer these questions clearly and completely on your wiki page.- Catal Huyuk video 1
- Catal Huyuk video 2
1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you?2. What are three things about daily life in Catal Huyuk you knew already from class?
3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
Answers to Assignment 8
Assignment 9
Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.1. The single most important thing I learned was...
The single most important thing I learned was that Ookie taught how to plant when he, himself learned to plant which came to a revolution.
2. Something that confused me or that I didn't understand was...
Something that confused me or that I didn't understand was how could you calm someone down by making a fire? It would also lead to attention, which brought in the video the skull bashing part.
3. What surprised me the most was...
What surprised me the most was how people back then could do surgery with stone tools. It was really gross but at least they could help one another.
4. I would like to know more about...
I would like to know more about how people step by step domesticated animals and how the animals helped people with chores.
5. The part that I think I will always remember was...
The part that I think I will always remember was the skull bashing part. It was quite surprising to me and disgusting. And after that I will remember how Ookie got healed, which was the surprising and painful surgery.
Assignment 2-1
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the Class Activity to help you answer the questions.
Event A: Food Shortage
1. What helped the human population to grow in Mesopotamia?
2. What does cultivate mean?
3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?
4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why?
Event B: Uncontrolled Water Supply
1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains?
2. How did they solve these problems?
3. Where did the melted snow that caused flooding come from?
Answers to Assignment 2-1
Event A: Food Shortage
Event B: Uncontrolled Water Supply
Assignment 2-2
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the In Class Activity 2-1 called Event C: Building and Maintaining a Complex Irrigation System & Event D: Attacks by Neighboring Communities to help you answer the questions.
Event C: Building and Maintaining a Complex Irrigation System
1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers?
2. How did farmers prevent flooding?
3. Over time, carrying buckets of water to the fields was too difficult. Please clearly explain how levees, canals, dams, and reservoirs were used to make life easier for farmers?
4. Which word means an extra supply of something such as food?
5. What could happen if one canal was clogged?
6. How did different villages take care of the complex irrigation system?
Event D: Attacks by Neighboring Communities
1. How did Mesopotamian villages help each other?
2. How were people, who lived very far apart, connected to each other?
3. What did many villages grow into?
4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region?
5. How could one city stop the water from reaching another city?
6. Why was it easy to attack other cities on the Mesopotamian plains?
7. What defense plan is best to protect a city?
Answers to Assignment 2-2
Event C: Building and Maintaining a Complex Irrigation System
Event D: Attacks by Neighboring Communities
Assignment 2-3
Please read pages 56-59 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.1. How did the Fertile Crescent get its name?
2. What was the most important factor in making Mesopotamia's farmland fertile?
3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization?
4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government?
Answers to Assignment 2-3
Assignment 2-4
Using The Six Characteristics of a Civilization (see below), answer the following questions clearly and with details on your wiki page.
1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic.I'm not sure because I wasn't in Korea for a long time but I'll try my best. I think the answer to the first question was "yes". One example of the first characteristic is the military leader, who might command the soldiers. One example of the second characteristic is that Korea, from what I've seen, Korea won't just suddenly drop in food supply, unless we run out of water, huge natural disasters strike from a bit of time to a bit of time, or something that is really horrible that affects food. One example of the third characteristic can be a lot of things. It is quite obvious that there are many different jobs but they are there for some reasons. For example, business men work to get money and they use the money to buy food from the chefs who make the food for himself and his family (if he has one). Chefs cook food and make drinks in order for waiters to serve food. So different jobs can communicate with other jobs. One example of the fourth characteristic is for example, in a restaurant, low ranking waiters serve, higher ranking chefs cook, and the highest ranking manager commands his restaurant what to do. They do different jobs. One example of the fifth characteristic is that Korean people do have highly developed culture. We have traditional clothing, writing, music, art, and I think, literature and science. One example of the clothing is called "Hanbok". You should try listening to their music, see their art and see their old writing. For the last example, I'll tell that Koreans really do have a religious system. In Korea, there are Buddhists, atheists, and Christians. Christians have a long sermon on Sundays, I'm not sure about Buddhists because I'm not one, and atheists really don't do anything because they don't worship anyone or anything.
2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?
No because they might not have a religious system or they might not have highly developed culture. They also might be just a bunch of people without rankings.
The Six Characteristics of a Civilization:
1. A system of government that directs and controls some actions of the members of the society.
2. A regular food supply that is not likely to suddenly change.
3. Specialization of labor, in which members of the society perform different jobs.
4. Different social levels, in which some members of the society are given higher status than others.
5. A highly developed culture including art, architecture, music, literature, science, and writing.
6. A religious system, which might include priests and temples.
Assignment 2-5
Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the whole page in your textbook and the links for the vocabulary when answering some of the questions.Answers for Assignment 2-5
Assignment 2-6
After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then copy and paste your questions and answers onto your discussion tab. Then go to the discussion tabs of at least three other classmates and make good quality middle school comments about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are.Trader's Circuit questions
1. What part of the game did you like the best? Why?
2. During the game, how did you feel and why did you feel that way?
3. What part of the game was difficult for you?
4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry?
5. What part of the game would you change if you played it again? Why?
6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why?
1. The part of the game that I liked best was the part where people begged you for something because you could get anything you want from them if you have what they want. That's how I made 2 monopolies.
2. I felt that way because I knew I could get a lot of things from them for just 1 item. I felt happy at that time and I made that person give me 3 things for 1 item.
3. The part of the game that was difficult for me was when I had to beg for the thing that I wanted.
4. People will always have to come to you for not just jewelry and dates but any item that you have which is a monopoly. People will come to you begging for the item you own which is a monopoly. If they want it, you can make them give you a lot of their things or money.
5. I would be more careful about what I trade for because I was bad at trading things and I traded high priced things for low priced things.
6. I think it was better to cooperate with another person because we could trade beck and forth for things we both want and later when we have monopolies, we would thank each other for that.
I think you need to be selfish in the traders circuit.
- callum
Note-people can also withhold monopolies from you so it's best to keep it a secret because they shall start raising prices. I think it is all right to throw all of your jewelry away for just a monopoly of 10 clay bricks. You could get loads of jewelry if you own all the clay bricks and people start to need clay bricks.
-ninjamelon8888-
PS. Isn't this on your discussion tab?
Assignment 2-7
Source: Read pages 74 and 75 in your online textbookDirections: Read the questions/directions carefully and write clear and detailed answers on your wiki page.
1. Read the "If you were there..." section on page 74. How will you advise the King?
2. What happened to Ur by 2000 BCE?
3. Where was Babylon located?
4. Who became the king of Babylon? When did he become king?
5. What is a monarch?
6. After conquering all of Mesopotamia, what did Hammurabi call his empire?
7. Hammurabi was a great warrior and leader. What other skills did he have?
8. What is Hammurabi's Code? What areas of daily life did the code cover?
9. Give two reasons why Hammurabi's Code was important.
10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire?
11. Read the different laws in the Code of Hammurabi on this site and choose three that you think are interesting. Copy the three laws and their numbers onto your page. Then for each law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.
1. I would advise the king to punish the ones that have done more damage or pain more than the other ones that have done less because it wouldn't be fair if everyone had to have the same amount of pain given to them. For example, let's just say that the punishment for any crime or damage done is getting beheaded. So if someone did a crime that wasn't a horrible thing but a little bad thing, I say that they don't deserve to get beheaded. After all, they didn't make so much trouble. I say that they should get a punishment that they should get, not like something horrible or painful that they don't deserve.
2. It layed in ruins.
3. It was located on the Euphrates River on what is today Baghdad, Iraq.
4. In 1792 BCE, Hammurabi became king.
5. A monarch is the ruler of a king or empire.
6. Hammurabi called his empire, "Babylon Empire".
7. Hammurabi could also govern a huge empire.
8. Hammurabi's Code is 282 laws that dealt with almost anything in life. There were codes that covered trade, loans, theft to marriage, injury , and murder.
9. If there wasn't a code, people would break many laws and people might ignore Hammurabi.
10. The Babylonian Empire eventually fell. It is like what happened to the Akkadian empire. Both empires fell after they stopped ruling.
11. 6. If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death.14. If any one steal the minor son of another, he shall be put to death.55. If any one open his ditches to water his crop, but is careless, and the water flood the field of his neighbor, then he shall pay his neighbor corn for his loss.
I think that law #6 is interesting because the person who takes something from a temple or a court is put to death.
I think that law #14 is interesting because stealing a son will become an instant death to that person.
I think that law #55 is interesting because being careless with ditches may cause you to pay corn.
I agree with #6.
I disagree with #14.
I agree with #55.
Assignment 2-8
Source: Read pages 76 and 77 in your online textbookDirections: Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete The Characteristics of Civilization Chart for the civilization you have chosen. Write clear and detailed answers in the chart, on your wiki page.
Characteristics of Civilization
Civilization Name:Chaldeans
Six Characteristics of Civilization
Evidence for Characteristic
Explanation
It was difficult to find this information because the links you have given me were resourceful and all I had to do was to read the link information and fill out the table.
Assyrians
http://www.historyforkids.org/learn/westasia/history/assyrians.htmhttp://ancienthistory.about.com/cs/egypt/a/assyriaintro.htm
Hittites
http://www.wsu.edu:8080/~dee/MESO/HITTITES.HTMhttp://www.historyforkids.org/learn/westasia/history/hittites.htm
Chaldeans
http://www.mnsu.edu/emuseum/prehistory/middle_east/nebuchadnezzar.htmlhttp://www.wsu.edu:8080/~dee/MESO/CHALDEAN.HTM
Assignment 3-2
Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notesDirections: Answer the following questions clearly and with details on your wiki page.
1. Read the If YOU were there section. How do you feel about working for the pharaoh?
2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end?
3. Explain how ancient Egyptians felt about their country and their pharaoh.
4. What were the responsibilities of the pharaoh?
5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him?
6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.)
6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves?
6.c. What did farmers do during flood season?
7. Clearly explain trading in ancient Egypt (what was traded and who they traded with).
8. Define the word acquire. Use acquire in an original sentence.
9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed?
Answers
1. I would be very pleased about working for the pharaoh and especially the big responsibility to keep him comfortable in the afterlife.
2. The New Kingdom. It started from 2700 to 2200 BC.
3. The people thought the pharaoh as a king and a god. This had backdrops too because people would blame the pharaoh if crops didn't grow well or disease struck.
4. The responsibility of the pharaoh was to keep people healthy and help grow crops well.
5. What's really famous abut Khufu are the monuments built for him. The ring of cheops.
6.a The strongest of all is the pharaoh, who has to take care of the countries.Next are the nobles, who help the government and the officials. Next are the scribes and craftspeople, who make goods. Lastly are the slaves and farmers. These are the lowest ranking and they do the farming and most of the work. This makes up of 80% of the people.
6.b Some advantages are that we could get better chance of better crops and people doing a lot of the work. The bad thing is that we'll need more food for them and there will have to be more commanding and order.
6.c They worked on Pharaoh's projects.
7. Egyptians like to trade with their neighbors. They trade with Syria and along the Nile to Nubia.
8. acquire-buy or obtain for oneself. I acquired my own goods.
9. Above the nobles but below the pharaoh. Viziers are king's advisors so they are really important.
Assignment 3-3
Source: How to Mummify NefermaatDirections: Go to the link above to mummify a body. As you work to mummify the body, answer the following questions clearly and with details on your wiki page.
1. So the soul could recognize the body after death.
2. Drying out the bodies and covering them in bandages. This process is called "Mummification".
3. The brain is removed by getting a stick and pulling the brain out bit by bit. The brain was removed because Egyptians regarded the brain as something useless.
4. The intestines, the stomach, the liver, and the lungs. These organs were placed in jars guarded by several different god heads who look over different parts.
5. Egyptians don't take out the heart because Egyptians thought of it as it was how we thought of the brain.
6. Natron are packs of salt that were used to drain moisture from the body.
7. Linen was used to plump up the dead body.
8. Amulets are these things that were used to protect the body. The Udjat was used for good health and the Heart Amulet was used to look after the heart.
9. The body was placed in a sarcophagus with the "Eyes of Horus" to allow him to see through the coffin for all eternity.